AERO NGSS ALIGNMENT BY PEROFRMANCE EXPECTATIONS (NGSS) PERFORMANCE INDICATORS (AERO) K to 4

Transcription

1 AERO NGSS ALIGNMENT BY PEROFRMANCE EXPECTATIONS (NGSS) PERFORMANCE INDICATORS (AERO) K to 4 1

2 Earth Science NGSS ESS1.A The universe and its stars Patterns of movement of the sun, moon, and stars as seen from Earth can be observed, described, and predicted. 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year Stars range greatly in size and distance from Earth and this can explain their relative brightness. 5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. AERO Benchmark K to 4 AERO Performance Indicators Stars and Galaxies ESS.1.4A By the end of observe and identify objects and their apparent motion in the day and night sky. Explain that there are more stars in the sky than anyone can easily count. Explain that stars are not scattered evenly and they are not always the same brightness and color. Explain that the patterns in the sky remain stable but appear to move across the sky because of the Earth s motion. Explain that stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. Investigate and describe how distance affects the brightness of any light source 2

3 AERO Benchmark K to 4 AERO Performance Indicators ESS1.B Earth and the solar system Patterns of movement of the sun, moon, and stars as seen from Earth can be observed, described, and predicted. 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year Continued from page 2 The Earth s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns. -ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky Continued from page 2 The Solar System ESS.1.4 B: By the end of relate the motions of the Earthsun-moon system to units of time (days, months, years). Identify objects in the day and night sky (e.g., moon, stars, or sun). Observe that the sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. Observe and describe the sun, moon, planets, and stars. Identify the sun, moon, and the Earth as components of our solar system. Observe and describe properties, locations, and movements of the sun, moon, stars, and clouds. Identify that the moon and stars are usually seen at night Observe and discuss the importance of objects in the day and night sky Observe and describe the changes of the moon s appearance over a month. Describe the relative movement of the Earth and moon in relation to the sun Demonstrate the phases of the moon by showing the alignment of the earth, moon, The Moon ESS.1.4C: By the end of describe the moon s orbit around the Earth as once in about 28 days and our changing views of the moon allow us to see a changing portion of the lighted side of the moon, which we call phases. 3

4 and sun. 4

5 AERO Benchmark K to 4 AERO Performance Indicators ESS1.B Earth and the solar system Patterns of movement of the sun, moon, and stars as seen from Earth can be observed, described, and predicted. 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year The Earth s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns. -ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky Continued from page 3 The Earth ESS.1.4 B: By the end of relate the motions of the Earthsun-moon system to units of time (days, months, years). Describe Earth s position and movement in the solar system. Use models to demonstrate how the rotation of the Earth on its axis every 24 hours produces the night-and-day cycle. Use models to demonstrate how the revolution of the Earth around the sun produces the yearly cycle. Observe and record shadows at different times of the day. (addressed in PS.3.4D Continued from page 3 5

6 AERO Benchmark K to 4 AERO Performance Indicators ESS1.C The history of planet Earth Some events on Earth occur very quickly; others can occur very slowly. 2-ESS1-1. Make observations from media to construct an evidencebased account that Earth events can occur quickly or slowly Certain features on Earth can be used to order events that have occurred in a landscape 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time Erosion and Weathering ESS.2.4A: By the end of explain how wind, water, or ice shape and reshape the earth. Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind). Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials). Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area). Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments. Observe seasonal and weather changes throughout the school year. 6

7 AERO Benchmark K to 4 AERO Performance Indicators ESS1.C The history of planet Earth Some events on Earth occur very quickly; others can occur very slowly. 2-ESS1-1. Make observations from media to construct an evidencebased account that Earth events can occur quickly or slowly Continued from page 5 Certain features on Earth can be used to order events that have occurred in a landscape. 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time Continued from page 5 Earth s Features Fossils ESS.2.4A: By the end of explain how wind, water, or ice shape and reshape the earth. ESS.3.4A By the end of Grade 4, Students will use physical properties to sort, classify, and describe earth materials (soils, rocks or minerals). Identify sudden and gradual changes that affect the Earth (e.g. sudden change = flood; gradual change = erosion caused by oceans). Describe changes in Earth s surface that are due to slow processes (including weathering, erosion, and deposition Describe changes in Earth s surface that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Identify types of fossils (including molds, casts, and preserved parts of plants and animals). Identify features of fossils that can be used to compare them to living organisms that are familiar. Explain how fossils can be used to make inferences about past life, climate, geology, and environments. 7

8 Cite two scientific explanations for the extinction of dinosaurs and their prehistoric organisms. NGSS AERO Benchmark K to 4 AERO Performance Indicators ESS2.A Earth materials and systems Wind and water change the shape of the land. 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around. 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or Interaction of Water with Earth Materials ESS.2.4B: By the end of use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves). Conduct tests on how different soils retain water (e.g., how fast does the water drain through?). Conduct investigations and use observational data to describe how water moves rocks and soils. Examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Explain how waves, wind, water, glacier movement, and ice, shape and reshape the Earth s land surface by eroding rock and sand in some areas, and depositing them in other areas. 8

9 atmosphere interact. 9

10 AERO Benchmark K to 4 AERO Performance Indicators ESS2.A Earth materials and systems Wind and water change the shape of the land. 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Continued from page 7 Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around. 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Continued from page 7 Results of the Processes ESS.2.4A: By the end of explain how wind, water, or ice shape and reshape the earth. Investigate local landforms and how wind, water, or ice have shaped and reshaped them Use or build models to simulate the effects of how wind and water shape and reshape the land. Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains). Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind). Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials). Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in 10

11 another area Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments. NGSS AERO Benchmark K to 4 AERO Performance Indicators ESS2.B Plate tectonics and largescale system interactions Maps show where things are located. One can map the shapes and kinds of land and water in any area. 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area Earth s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events. 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth s features. Rocks and minerals Results of the Processes Earth s Features ESS.3.4A By the end of Grade 4, Students will use physical properties to sort, classify, and describe earth materials (soils, rocks or minerals). ESS.2.4A: By the end of explain how wind, water, or ice shape and reshape the earth. Illustrate the locations of water on Earth by using drawings, maps, or models. Illustrate Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). Describe land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using pictures, diagrams, and maps. 11

12 AERO Benchmark K to 4 AERO Performance Indicators ESS2.C The roles of water in Earth s surface processes Water is found in many types of places and in different forms on Earth. 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. Most of Earth s water is in the ocean and much of the Earth s fresh water is in glaciers or underground 5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Rocks and minerals ESS.3.4A By the end of Grade 4, Students will use physical properties to sort, classify, and describe earth materials (soils, rocks or minerals). Describe the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and feels wet). Illustrate the locations of water on Earth by using drawings, maps, or models. Illustrate Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). Compare soil samples by sorting them according to properties (including color, texture, and the capacity to retain water). Test soils (touch and roll, smear, settling, ability to absorb and retain water) and compare and contrast the properties. 12

13 AERO Benchmark K to 4 AERO Performance Indicators ESS2.C The roles of water in Earth s surface processes Water is found in many types of places and in different forms on Earth. 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. Continued from page 10 Most of Earth s water is in the ocean and much of the Earth s fresh water is in glaciers or underground 5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. What Drives the Water Cycle ESS.5.4A: By the end of provide evidence showing that the sun is the source of heat and light for Earth and is essential for plant growth. Investigate and record temperature data to show the effects of heat energy on changing the states of water. Identify the sun as the source of energy that evaporates water from the surface of Earth. Continued from page 10 13

14 AERO Benchmark K to 4 AERO Performance Indicators ESS2.D Weather and climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time. K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed. 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. Weather Using Tools to Gather Data About Weather Predicting the Weather ESS.6.4A: By the end of collect daily weather observation and describe weather changes or weather pattern based on data collected. ESS.6.4B: By the end of explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). Observe and record daily changes in weather (e.g., clouds or air temperature). Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation and barometric pressure. Graph recorded weather data to show daily and seasonal patterns in weather. Identify and describe shortand longer-term patterns of events (including weather and seasons) that occur on the Earth and in the sky. Describe weather by measurable quantities such as temperature and precipitation. Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure) Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a 14

15 thermometer, measure wind speed using an aneometer). 15

16 AERO Benchmark K to 4 AERO Performance Indicators ESS2.D Weather and climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time. K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. Continued from page 12 Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed. 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. Continued from page 12 Using Tools to Gather Data About Weather Predicting the Weather ESS.6.4B: By the end of explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g. feels like rain vs. barometer reading is dropping). Predict weather and justify prediction with observable evidence. Predict temperature and precipitation changes associated with the passing of various fronts. Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions). Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model. Read a weather map to interpret local, regional and national weather. 16

17 Describe how temperature and precipitation determine climatic zones (biomes) (e.g., desert, grasslands, forests, tundra and alpine). NGSS AERO Benchmark K to 4 AERO Performance Indicators ESS2.E Biogeology Plants and animals can change their local environment. K-ESS2-1. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Living things can affect the physical characteristics of their environment. 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Interactions among Organisms and their Environment LS.3.4A: By the end of describe ways plants and animals depend on each other (e.g., shelter, nesting, food). Describe how people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring greenspace). Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism). 17

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19 AERO Benchmark K to 4 AERO Performance Indicators ESS3.A Natural resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do K-ESS2-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not. 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. Rocks and minerals ESS.3.4A By the end of Grade 4, Students will use physical properties to sort, classify, and describe earth materials (soils, rocks or minerals). Identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. Use the senses to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water). Describe, compare, and sort rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition, reaction to vinegar). Use the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). to identify common minerals Identify the importance of minerals, ores, and fossil fuels as Earth s resources on the basis of their properties. Use the senses to observe and then describe the physical properties of soil components. Conduct simple tests to identify the three basic components of soil (sand, 19

20 clay, humus). NGSS AERO Benchmark K to 4 AERO Performance Indicators ESS3.A Natural resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do K-ESS2-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Continued from page 15 Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not. 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. Continued from page 15 Uses of Earth s Materials ESS.3.4B By the end of explain how their characteristics of various earth materials lend themselves to specific uses Identify the composition of Earth (including rocks, sand, soil, and water). Identify which materials are best for different uses (e.g., soils for growing plants, sand for the sand box.) Identify different uses (e.g., building materials, sources of fuel) of Earth s materials based on their properties. Identify Earth s materials that are used as fuel, and other ways that humans use these materials to meet needs and wants (i.e., fluorite for toothpaste, marble for statues). Determine and support explanations of the uses of Earth s materials (e.g., best soils to grow plants, best building material for a specific purpose, determining which rock size will best prevent erosion). 20

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22 AERO Benchmark K to 4 AERO Performance Indicators ESS3.A Natural resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do K-ESS2-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Continued from page 16 Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not. 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. Continued from page 16 Earth s Resources Caring for Earth s Resources ESS.7.4A: By the end of explain that the supply of many resources is limited, and that resources can be extended through recycling and decreased use. Describe various resources that provide the necessary things that are used by people in their daily living. Identify resources we get from the living and nonliving environment and that resources are necessary to meet the needs and wants of a population. Observe and describe ways humans use Earth s materials (e.g., soil, rocks) in daily life. Distinguish between and provide examples of materials that can be recycled/reused and those that cannot. Describe how some resources can be used and reused. Explain that the supply of many resources is limited but the supply can be extended through careful use, decreased use, reusing and/or recycling. Explain that the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be 22

23 extended indefinitel Describe ways Earth's renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained NGSS AERO Benchmark K to 4 AERO Performance Indicators ESS3.A Natural resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do K-ESS2-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Continued from page 17 Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not. 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. Continued from page 17 Uses of Earth s Materials ESS.3.4B By the end of explain how their characteristics of various earth materials lend themselves to specific uses Identify the composition of Earth (including rocks, sand, soil, and water). Identify which materials are best for different uses (e.g., soils for growing plants, sand for the sand box.) Identify different uses (e.g., building materials, sources of fuel) of Earth s materials based on their properties Identify Earth s materials that are used as fuel, and other ways that humans use these materials to meet needs and wants (i.e., fluorite for toothpaste, marble for statues). Determine and support explanations of the uses of Earth s materials (e.g., best soils to grow plants, best building material for a specific purpose, determining which rock size will best 23

24 prevent erosion). 24

25 AERO Benchmark K to 4 AERO Performance Indicators ESS3.B Natural hazards In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather. K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans Weather Using Tools to Gather Data About Weather ESS.6.4A: By the end of collect daily weather observation and describe weather changes or weather pattern based on data collected. ESS.6.4B: By the end of explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). Describe how weather and forecasts affect people's lives. Observe, identify and record changes in weather and effects on living organisms. Describe how weather and forecasts affect people's lives. Earth s Resources Caring for Earth s Resources ESS.7.4A: By the end of explain that the supply of many resources is limited, and that resources can be extended through recycling and decreased Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. 25

26 use. picking up trash, hunting/conservation of species, paving/restoring greenspace). 26

27 AERO Benchmark K to 4 AERO Performance Indicators ESS3.C Human impacts on Earth systems Things people do can affect the environment but they can make choices to reduce their impacts. K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth s resources and environments. ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment Earth s Resources Caring for Earth s Resources ESS.7.4A: By the end of explain that the supply of many resources is limited, and that resources can be extended through recycling and decreased use. Distinguish between and provide examples of materials that can be recycled/reused and those that cannot Describe how some resources can be used and reused. Explain that the supply of many resources is limited but the supply can be extended through careful use, decreased use, reusing and/or recycling. Explain that the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitel Describe ways Earth's renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained. Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, 27

28 hunting/conservation of species, paving/restoring greenspace). Life Science NGSS AERO Benchmark K to 4 AERO Performance Indicators LS1.A Structure and function All organisms have external parts that they use to perform daily functions. 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction. 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Basic Needs of Living Things Structure and Function of Organisms LS.1.4A: By the end of identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space). Observe, identify, and record external features of humans and other animals. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction). Identify the relationships between the physical structures of animals and the function of those structures 28

29 (e.g., taking in water, support, movement, obtaining food, reproduction). 29

30 AERO Benchmark K to 4 AERO Performance Indicators LS1.A Structure and function All organisms have external parts that they use to perform daily functions. 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs Continued from page 21 Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction. 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Continued from page 21 Classification of Living Things Needs and Survival of Living things LS.1.4B: By the end of sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike. LS.2.4A: By the end of identify the basic needs of plants and animals in order Sort animals and plants by observable characteristics. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots)> Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction). Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction). Associate specific structures with their functions in the survival of 30

31 to stay alive (i.e., water, air, food, space). an organism. 31

32 AERO Benchmark K to 4 AERO Performance Indicators LS1.B Growth and development of organisms Parents and offspring often engage in behaviors that help the offspring survive. 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles. 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Life Cycles/Reproduction LS.4.4A: By the end of predict, sequence or compare the life stages of organisms plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms). Describe the major stages that characterize the life cycle of the frog and butterfly as they go through metamorphosis. Sequence the life cycle of a plant or animal when given a set of pictures. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, eggcaterpillar-chrysalisbutterfly). Compare the life cycles of different plants including germination, maturity, reproduction and death. Describe plant development and growth. Illustrate complete metamorphosis (e.g., butterfly, frog). Illustrate incomplete metamorphosis (e.g., 32

33 grasshopper). NGSS AERO Benchmark K to 4 AERO Performance Indicators LS1.B Growth and development of organisms Parents and offspring often engage in behaviors that help the offspring survive. 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive Continued from page 23 Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles. 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Continued from page 23 Life Cycles/Reproduction LS.4.4A: By the end of predict, sequence or compare the life stages of organisms plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms). Compare and contrast complete metamorphosis and incomplete metamorphosis. Differentiate among complete metamorphosis, incomplete metamorphosis, and embryonic development. Illustrate embryonic development (e.g., chicken). Compare and contrast embryonic development and incomplete metamorphosis 33

34 AERO Benchmark K to 4 AERO Performance Indicators LS1.C Organization for matter and energy flow in organisms Animals obtain food they need from plants or other animals. Plants need water and light. LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival. 5-PS3-1. Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water Basic Needs of Living Things Structure and Function of Organisms What Drives the Water Cycle LS.1.4A: By the end of identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space). ESS.5.4A: By the end of provide evidence showing that the sun is the source of heat and light for Earth and is essential for plant growth Identify the basic needs of most animals (i.e., air, water, food, shelter). Observe that animals need water, air, food, and shelter/space to grow and reproduce. Identify the basic needs of most plants (i.e., air, water, light). Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water). Investigate and describe how living things grow and change. Investigate and report how sunlight affects plant growth. 34

35 AERO Benchmark K to 4 AERO Performance Indicators LS1.C Organization for matter and energy flow in organisms Animals obtain food they need from plants or other animals. Plants need water and light. LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive Continued from page 25 Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival. 5-PS3-1. Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun Needs and Survival of Living things LS.2.4A: By the end of identify the basic needs of plants and animals in order to stay alive (i.e., water, air, food, space). Identify basic needs of plants and animals: Food, water, light, air, space. Investigate and explain that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food. Explain that all organisms require a form of energy to survive and that humans and other animals obtain energy and materials from food. 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water Continued from page 25 35

36 AERO Benchmark K to 4 AERO Performance Indicators LS1.D Information Processing Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive. 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs Different sense receptors are specialized for particular kinds of information; Animals use their perceptions and memories to guide their actions. 3-LS2-1. Construct an argument that some animals form groups that help members survive. 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Basic Needs of Living Things Structure and Function of Organisms Needs and Survival of Living things LS.1.4A: By the end of identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space). LS.2.4A: By the end of identify the basic needs of plants and animals in order to stay alive (i.e., water, air, food, space). Investigate and describe how plants and animals have features that help them live in various environments. Explain that all living things have structures that provide the basic needs for survival. 36

37 AERO Benchmark K to 4 AERO Performance Indicators LS2.A Interdependent relationships in ecosystems Plants depend on water and light to grow, and also depend on animals for pollination or to move their seeds around. 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Source of Energy for Living Things Flow of Energy In An Ecosystem Interactions among Organisms and their Environment LS.2.4B: By the end of explain that energy is needed for all organisms to stay alive and grow and identify where a plant or animal gets its energy. LS.3.4A: By the end of describe ways plants and animals depend on each other (e.g., shelter, nesting, food). Describe how all animals depend upon plants whether or not they eat the plants directly. Differentiate between the needs of plants and those of animals. Explain that all organisms require a form of energy to survive and that humans and other animals obtain energy and materials from food. Categorize organisms as predator or prey in a given ecosystem Act out or construct simple diagrams (pictures or words) that shows a simple food web Use information about a simple food web to determine how basic needs (e.g. shelter and water) are met by the habitat/environment Demonstrate in a food web that all animals food begins with the sun. Explain the way that plants and animals in a habitat 37

38 depend on each other. 38

39 AERO Benchmark K to 4 AERO Performance Indicators LS2.B Cycles of matter and energy transfer in ecosystems [Content found in LS1.C and ESS3.A] Matter cycles between the air and soil and among organisms as they live and die. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment 39

40 When the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. AERO Benchmark K to 4 AERO Performance Indicators LS2.C Ecosystem dynamics, functioning, and resilience N/A 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change Natural Selection LS.5.4A: By the End of identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire). Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, Describe plant behaviors, such as the way seedlings stems grow toward light and their roots grow downward in response to gravity. Interactions among Organisms and their Environment LS.3.4A: By the end of describe ways plants and animals depend on each other (e.g., shelter, nesting, food). Describe how people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, 40

41 hunting/conservation of species, paving/restoring greenspace). NGSS AERO Benchmark K to 4 AERO Performance Indicators LS3.A Inheritance of traits LS3.B Variation of traits Young organisms are very much, but not exactly, like their parents and also resemble other organisms of the same kind 1-LS3-1. Make observations to construct an evidencebased account that young plants and animals are like, but not exactly like, their parents Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment Inheritance LS.4.4B: By the end of distinguish between characteristics of humans that are inherited from parents (i.e., hair color, height, skin color, eye color) and others that are learned (e.g., riding a bike, singing a song, playing a game, reading). Describe how plants and animals usually resemble their parents. Investigate and describe how particular plants have seeds that produce the same kind of plant. Investigate and describe how particular animals have offspring that are the same kind of animal. Identify likenesses between parents and offspring (e.g., eye color, flower color) that are inherited. Explain that others likenesses, such as table manners are learned. Explain that every organism requires a set of instructions that specifies its traits. Heredity is the passage of these instructions from one generation to another. 41

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43 AERO Benchmark K to 4 AERO Performance Indicators LS2.D Social interactions and group behavior N/A Being part of a group helps animals obtain food, defend themselves, and cope with changes Interactions among Organisms and their Environment LS.3.4A: By the end of describe ways plants and animals depend on each other (e.g., shelter, nesting, food). Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism). Investigate and describe the roles of plants as producers and animals as consumers and how living things may depend on each other. LS4.A Evidence of common ancestry and diversity N/A Some living organisms resemble organisms that once lived on Earth. Fossils provide evidence about the types of organisms and environments that existed long ago. 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago Fossils ESS.3.4A By the end of Grade 4, Students will use physical properties to sort, classify, and describe earth materials (soils, rocks or minerals). Identify types of fossils (including molds, casts, and preserved parts of plants and animals). Identify features of fossils that can be used to compare them to living organisms that are familiar. Explain how fossils can be used to make inferences about past life, climate, geology, and environments. Cite two scientific explanations for the extinction of dinosaurs and their prehistoric organisms. 43

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45 AERO Benchmark K to 4 AERO Performance Indicators LS4.B Natural selection N/A Differences in characteristics between individuals of the same species provide advantages in surviving and reproducing Basic Needs of Living Things Structure and Function of Organisms LS.1.4A: By the end of identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space). Investigate and describe how plants and animals have features that help them live in various environments 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing Natural Selection LS.5.4A: By the End of identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire). Identify the specific functions of the physical structures of a plant or an animal (e.g. roots for water; webbed feet for swimming). Identifying and explain how the physical structure/characteristic of an organism allows it to survive and defend itself. Analyze the structures needed for survival of populations of plants and animals in a particular habitat/environment (e.g. populations of desert plants and animals require structures that enable them to obtain/conserve/ retain water) 45

46 AERO Benchmark K to 4 AERO Performance Indicators LS4.C Adaptation N/A Particular organisms can only survive in particular environments 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all Interactions among Organisms and their Environment LS.3.4A: By the end of describe ways plants and animals depend on each other (e.g., shelter, nesting, food) Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). Observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. Observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). LS4.D Biodiversity and humans A range of different organisms lives in different places. 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats Populations of organisms live in a variety of habitats. Change in those habitats affects the organisms living there. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live Interactions among Organisms and their Environment LS.3.4A: By the end of describe ways plants and animals depend on each other (e.g., shelter, nesting, food). Identify different environments (i.e., pond, forest, prairie) support the life of different types of plants and animals. Investigate and describe how animals and plants that live in different places have similarities and differences Use information about organisms to design a habitat and explain how the habitat provides for 46